Contested and neglected stories of art: A critical study of cultural representation within the primary art curriculum

Holdstock, Kaytie ORCID: https://orcid.org/0009-0003-3259-2522 (2025) Contested and neglected stories of art: A critical study of cultural representation within the primary art curriculum. Educational Futures, 16 (2). pp. 1-23. ISSN 1758-2199 (In Press)

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Abstract

This study interrogates cultural representation within the primary art curriculum, exposing the enduring dominance of Eurocentric narratives and the marginalisation of minority ethnic artists in classroom practice. Prompted by Ofsted’s 2023 call to explore the ‘contested and neglected stories of art’ (Ofsted, 2023: 17), it critically examines whether primary art education has responded to this imperative or continues to replicate the ‘whiteness’ of teachers’ own art education (Cameron et al., 2024).
Drawing on critical race theory and critiques of the artistic canon, the study explores how systemic inequalities are perpetuated through curriculum choices, often under the guise of cultural appreciation.
An online questionnaire distributed via social media gathered responses from 22 primary educators: mostly white, female, and non-specialist. Participants identified the artists and cultural practices they include in their teaching, alongside perceived barriers to delivering a more representative curriculum. Findings reveal that 59 per cent included no minority ethnic artists, and 68 per cent included no Black artists. Even
among specialists, only 38 per cent referenced Black artists, suggesting tokenistic inclusion rather than a broader anti-racist pedagogical commitment (Kraehe and Herman, 2020).
The study highlights how cultural art is often reduced to decontextualised activities that reinforce stereotypes and risk cultural appropriation (Rogers, 2006; Davenport, 2000). Teachers cited lack of training, confidence, time and fear of parental resistance as key barriers.

This research calls for systemic change, advocating for a flexible, child-centred curriculum that reflects Britain’s cultural diversity and empowers teachers as ‘arbiters of truth and shapers of history’ (Link, 2020: 11).

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